It is now the second time that my nine year old son comes home from school with a note saying that he was punished for being unfocused. Fortunately he was not physically restrained or beaten up but he did have to walk for five minutes alone at recess. Does this make sense? It certainly does not make sense to me.

• Are visuals used to communicate expectations
• Is there a consistent schedule and how is it communicated (pictures, written, verbal, etc.)
• How are changes in the schedule communicated to the student?
• How are assignments given? Throughout the day or at the end of the day?

• Has a student interest inventory or profile been done as a way to better understand the child?
• Have you read and do you truly understand what is written in the child’s IEP?
• How are support services (ex. Speech, OT, etc.) being incorporated into his day? What are the services minutes and are they being met?
• Are the SLP and OT actively providing support within the classroom setting?

• Are visuals used to communicate expectations
• Is there a consistent schedule and how is it communicated (pictures, written, verbal, etc.)
• How are changes in the schedule communicated to the student?
• How are assignments given? Throughout the day or at the end of the day?